Madeira, Charles Andrye GalvãoMedeiros, Neide Aparecida Alves de2021-06-162021-06-162020-12-28MEDEIROS, Neide Aparecida Alves de. Avaliação diagnóstica em pensamento computacional: um modelo para os alunos do Ensino Fundamental com base no Currículo de Referência do CIEB. 2020. 122f. Dissertação (Mestrado Profissional em Inovação em Tecnologias Educacionais) - Instituto Metrópole Digital, Universidade Federal do Rio Grande do Norte, Natal, 2020.https://repositorio.ufrn.br/handle/123456789/32727The advent of the times of the information society imposed on the school the challenge of preparing students for a globalized and highly technological world. Besides that, we experience the challenge of making learning more and more attractive and meaningful for students of this new generation. However, Brazilian Basic Education institutions suffer from the low performance of most of their students in terms of text interpretation, problem solving and the logical-mathematical sequence. In this context, there is a need to explore practices in which students exercise and develop such skills that are required in the world of work, involving the professions of the future and academic challenges. For this reason, Computational Thinking (CT) appears as an instrument to increase human cognitive and operational power, using fundamentals of computer science teaching in order to encourage the problem solving process. The skills found in this field, as listed in the Reference Curriculum in Technology and Computing (CRTC), are directly related to what is provided in the National Common Curricular Base (BNCC). When studying the interrelation of the CT with the subjects of basic education, the question arises: what does the student already know in practice about the CT? Aiming to contribute in this sense, this work proposes a diagnostic assessment model based on the CRTC to allow mapping the students' proficiency level and identifying skills and competence gaps related to the CP. This model is inspired by the Basic Education Assessment System and the Bebras International competition, being composed of a reference matrix of skills for CT evaluation, and a framework for elaborating questions. It was evaluated through an extension course aimed at basic education teachers. The results demonstrate that this instrument may be able to enrich the practices that involve logical reasoning and problem solving from a more meaningful learning and in line with the BNCC.Acesso AbertoPensamento computacionalAvaliação diagnósticaHabilidadesEnsino FundamentalmasterThesis